Patient Safety Topics Research Articles

The patient safety curriculum: An interventional study on the effectiveness of patient safety education for Jordanian nursing students.

The purpose of the study was to assess the effectiveness of the World Health Organization's (WHO) patient safety curriculum (PSC) in improving the patient safety education for nursing students in Jordanian higher education programmes. An interventional design adopting a pre-test and post-test was used. A questionnaire survey was administered to 373 nursing students before and after the curriculum. Students were asked to complete pre-test and post-test questionnaires on self-awareness of patient safety. Students had moderate knowledge of factors that influence patient safety and scored as the highest, (mean 3.45, SD 0.94). The greatest improvement was in the role of the health organisation in error reporting (the mean difference was 0.97, P = 0.001). Taking into consideration the essential measurements, the results obtained after the post-test regarding the two patient safety topics showed a significant increase after completing the training, demonstrating that the patient safety course was effective. The study highlights the importance of developing a curriculum in nursing schools that incorporates patient safety education. The WHO PSC guide can be a great start in this domain.

Speaking Up: Exploring Mental Health Care Workers' Patient Safety Concerns.

To explore the perspectives and experiences of mental health care workers (MHCWs) when speaking up about patient safety concerns. A qualitative study was performed at Farshchian (Sina) Hospital in Iran, involving the purposive sampling of MHCWs from three inpatient psychiatric wards. From July to October 2022, semi-structured interviews were conducted with 23 participants. Data were analyzed using conventional content analysis. Three major patient safety themes were identified: (a) Voicing Concerns for Daily Safety (subthemes: daily safety check-ins and speaking up to prevent patient harm); (b) Speaking Up to Save Future Lives (subthemes: whistleblowing, leadership, and being open to communication); and (c) Hesitating to Speak Up (sub-themes: ineffectiveness of raising one's voice and whispering). MHCWs have various concerns about speaking up or staying silent. Failure to communicate can result in adverse events and missed opportunities to address patient safety. [Journal of Psychosocial Nursing and Mental Health Services, xx(x), xx-xx.].

Rapid Root Cause Analysis: Improving OBGYN Resident Exposure to Quality Improvement and Patient Safety Curricula.

Introduction Each year, millions of patients in the United States experience harm as a result of the healthcare they receive. One mechanism used by health systems to learn how and why errors occur is root cause analysis (RCA). RCA teams develop action plans to create and implement systemic changes in healthcare delivery in order to prevent future harm. The American Council on Graduate Medical Education (ACGME) recognizes the importance of analyzing adverse events, and it requires that all residents participate in real or simulated patient safety activities, such as RCAs.Often, institutional RCAs necessitate the assimilation of participants on short notice and demand considerable time investment, limiting the feasible participation of graduate medical education (GME) trainees. This presents a gap between ACGME expectations and the reality of resident involvement in patient safety activities. We present the first iteration of a quality improvement project encompassing a three-hour resident physician training course with simulated RCA-experiential learning. The purpose of this project was to produce a condensed, educational RCA experience that adequately trains allGME learners to serve as informed healthcare safety advocates while also satisfying ACGME requirements. Methods The course ("rapid RCA") was conducted during protected weekly academic training. All residents of the San Antonio Uniformed Services Health Education Consortium (SAUSHEC) Obstetrics and Gynecology (OBGYN) residency program who had not previously participated in a real or simulated RCA were required to take the "rapid RCA." Pre- and post-course surveys were completed anonymously to assess baseline knowledge, new knowledge gained from the course, and attitudes toward the course and its importance to resident training. Results Fourteen OBGYN residents attended the "rapid RCA," indicating that 64% (14 out of 22) of the program had no previous experience or opportunity to participate in a real or simulated RCA. Participation in the course demonstrated a significant gain of new knowledge with an increase from 0/14 to 10/14 (71%) residents correctly answering all pre- and post-course questions, respectively (p < 0.001). Additionally, on a Likert scale from 1 to 5, with 5 indicating "expert level," residents indicated they felt more comfortable on patient safety topics after taking the course (mean pre-course score 1.85 to post-course score 3.64,p < 0.001). All participants indicated they would prefer to take the "rapid RCA" as opposed to the only available local alternative option for a simulated RCA, currently offered as a full-day intensive course. Conclusion A meaningful increase in patient safety knowledge and attitudes toward topics covered in an RCA was demonstrated through the implementation of a "rapid RCA" in OBGYN residents. We plan to incorporate this into our annual curriculum to satisfy ACMGE requirements. This format could be adapted for other specialties as applicable.

Nursing technicians' professional training in patient safety: A mixed-methods study.

to analyze nursing technicians' training in patient safety. a convergent parallel mixed-methods study, where qualitative and quantitative elements were concomitantly implemented and equally prioritized, carried out in three technical colleges linked to a federal public institution in the Brazilian Northeast region. In the qualitative phase, semi-structured interviews were conducted with 24 professors and thematic analysis was applied. In the quantitative study, of the survey type, an instrument was used to screen terms about patient safety with 84 students. The results were combined during the general data interpretation, which was based on the Patient Safety Curricular Guide. two thematic categories emerged: The professors' understanding about the theme of patient safety in nursing technicians' training; and Application and projection of the teaching of patient safety in nursing technicians' training. In the quantitative study, among the 46 screening terms, their identification in the theoretical-practical context predominated in Courses A and C, totaling 36 (78.3%) and 25 (54.3%), respectively. Theoretical teaching stood out in Course B, with 26 terms (56.5%). professional training of Nursing Technician students has a technical focus and does not fully contemplate patient safety issues in the teaching-learning process and, thus, constitutes a challenge for training institutions and professors alike.

A93Addressing patient-safety themes and fostering cohesive teamwork through weekly multidisciplinary in-situ simulation in an Acute Care Unit

The Acute Care Unit (ACU) is the busy admissions ward at the trust. Many junior doctors rotate through the ACU for their acute medicine training and the department frequently welcomes newly-qualified nurses or nurses new to the NHS. All staff are involved in managing acutely unwell admissions with a range of presentations. In this dynamic environment, ensuring time is dedicated to teaching is an important part of staff development. In addition, it is important to create opportunities for team-building between disciplines, and evidence shows that this improves outcomes for patients [1]. Teaching for different professional disciplines is often delivered separately. Whilst sometimes preferable, we recognized the department could benefit from simulation sessions involving all members of the clinical team to represent realistic clinical practice. The aims were to: Address recent clinical incidents Practice managing common medical emergencies as a multidisciplinary team Build a greater sense of team between the ACU staff. We designed and implemented a programme of weekly multidisciplinary in-situ simulation on ACU. Sessions involve a range of nursing and medical staff and students and are delivered in an empty bed space on the ACU. Simulations focus on clinical scenarios that might reasonably arise in the department. We use iSimulate technology and re-use the simulation suite’s equipment to reduce resource burden and maintain sustainability. Feedback is collected after each session to quality assure and improve the sessions, and 2 further quality improvement reviews completed to explore how to maximize engagement and learning. This has led to coordination of scenarios with the established weekly seminar-based departmental teaching, to consolidate learning across settings and this is reinforced with a ‘learning point of the week’. Sessions have been successfully delivered on a near-weekly basis throughout the year, despite significant clinical pressures. This has been achieved through coordinated efforts from the simulation team, ACU fellows and registrars, charge nurses and Practice Development Nurse. We estimate to have reached more than 50 colleagues, with typically 4-8 attendees per session. We have rotated through 15 different scenarios and counting, covering key topics including various medical emergencies, violence and aggression, and ‘soft signs’ of deterioration. The programme has been well received, and feedback has specifically commented on the benefit of simulation in a multidisciplinary and in-situ setting. We demonstrate it is possible to maintain an effective regular simulation programme in the department to support patient safety initiatives and team working. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Quality of medical care and patient safety, and clinical simulation: A goal for faculty at the faculty of medicine, BUAP

The medical training involving theoretical and practical complexity requires settings that contribute to patient safety. It emerged with the evolution and complexity of healthcare systems, resulting in an increase in patient harm within healthcare facilities. The main objective is to prevent and reduce risks, errors, and damages experienced by patients during medical care. The cornerstone of this discipline is continuous improvement, based on learning from mistakes and adverse events. The aim of this study is to analyze the significance of healthcare quality and patient safety, along with clinical simulation in medical education, through a literature review, from the perspective of developing professional competencies. Materials and Methods: Through a review of scientific literature in databases, websites, scientific journals, books, and others, the selection criteria encompassed articles in Spanish from the last 5 years related to the topics of healthcare quality, patient safety, and analysis of clinical simulation within the Faculty of Medicine at BUAP. Results: It was evident that the quality of healthcare and patient safety during healthcare delivery is directly influenced by the quality of education students receive in universities. There's a consensus that clinical simulation contributes to better professional training, serving as an innovative teaching strategy that enables the enhancement of students' and professionals' skills and abilities. The Faculty of Medicine at BUAP includes the subject of healthcare quality and patient safety, as well as clinical simulation, in its curriculum at various levels, which has piqued significant interest among instructors for its implementation. Moreover, the institution is in the process of expanding its clinical simulation hospital, which aims to contribute to significant knowledge. Conclusion: Healthcare quality, patient safety, and clinical simulation play a pivotal role as teaching methods in medical education, significantly contributing to student and physician learning. This orientation toward safe medical practice ultimately impacts the enhancement of patient healthcare. These elements are already partially implemented within BUAP's Faculty of Medicine.

Patient safety topics, especially the second victim phenomenon, are neglected in undergraduate medical and nursing curricula in Europe: an online observational study

This study aims to assess the inclusion of second victims and other patient safety issues in the curricula of undergraduate medical and nursing degrees in the countries participating in the European Researchers’ Network Working on Second Victims (The ERSNT Consortium, COST Action 19,113). A review of medical and nursing school curricula in 206 universities was carried out, using their websites to search for subjects addressing “patient safety”, “quality of care”, “risk management”, “safe practices”, “interprofessional communication”, “adverse events”, and “second victims”. There was substantial variability in the extent of training for patient safety. Forty-four out of 88 nursing schools and 74 of 118 medical schools did not include any of the patient safety topics studied. The most frequent in both nursing and medicine was “interprofessional communication”, followed by “quality of care” and basic aspects on “patient safety”. The second victim phenomenon was present in only one curriculum of the total sample. Our study showed that patient safety, especially the second victim phenomenon, is still neglected in medical and nursing curricula in European universities, although positive initiatives were also found. Given the frequency with which adverse events occur in health centres and the need to prepare students to deal with them adequately, additional efforts are needed to introduce patient safety elements into medical and nursing education.

Experience of Nurses with Intravenous Fluid Monitoring for Patient Safety: A Qualitative Descriptive Study.

PurposeMedication administration is a complex process and constitutes a substantial component of nursing practice that is closely linked to patient safety. Although intravenous fluid administration is one of the most frequently performed nursing tasks, nurses’ experiences with intravenous rate control have not been adequately studied. This study aimed to explore nurses’ experiences with infusion nursing practice to identify insights that could be used in interventions to promote safe medication administration.Patients and methodsThis qualitative descriptive study used focus group interviews of 20 registered nurses who frequently administered medications in tertiary hospitals in South Korea. Data were collected through five semi-structured focus group interviews, with four nurses participating in each interview. We conducted inductive and deductive content analysis based on the 11 key topics of patient safety identified by the World Health Organization. Reporting followed the consolidated criteria for reporting qualitative research (COREQ) checklist.ResultsParticipants administered infusions in emergency rooms, general wards, and intensive care units, including patients ranging from children to older adults. Two central themes were revealed: human factors and systems. Human factors consisted of two sub-themes including individuals and team players, while systems encompassed three sub-themes including institutional policy, culture, and equipment.ConclusionThis study found that nurses experienced high levels of stress when administering infusions in the correct dose and rate for patient safety. Administering and monitoring infusions were complicated because nursing processes interplay with human and system factors. Future research is needed to develop nursing interventions that include human and system factors to promote patient safety by reducing infusion-related errors.

Survey of the Opinions of the Graduated and Practicing Dentists in Bulgaria and Germany on the Topics of Patient Safety and Medical Error

BACKGROUND: Patient safety and medical errors are issues that require research and strategies to deal with. The reasons for the occurrence of an adverse event should be sought among the quality of the received training, fatigue, ineffective communication, the culture of accusation, and the lack of an anonymous report register for training purposes. AIM: The aim of the study is to survey and compare the opinion of the dentists in Bulgaria and Germany on topics related to patient safety and medical error. MATERIALS AND METHODS: A survey with an anonymized questionnaire among dentists from randomly selected for the study purposes Regional Associations of settlements in the Republic of Bulgaria and Germany was used. Respondents answered 25 closed-ended questions divided into five panels: Demographic characteristics of the contingent, the role of study and postgraduate qualifications in acquiring knowledge of errors, willingness to share information about mistakes, factors of error, and culture of accusation. The obtained data were entered and processed with the statistical package IBM SPSS Statistics 20.0. The significance level of the null hypothesis is rejected at p &lt; 0.05. RESULTS: The largest relative share of respondents −72.37% ± 2.64%, is women, in the age range 25–35 years −48.60% ± 2.95%, and with work experience of 6–15 years −34.27% ± 2.81%. Statistically significant differences between the contingents were observed in terms of knowledge acquired during the study of the issue of patient safety (p = 0.005), and whether the study provided sufficient preparation to avoid medical error (p = 0.021). Differences were also found in the data from the issues related to the communication with the patient and the recognition of one’s own mistake (p = 0.034) or the mistake of their colleague (p = 0.004), as well as in terms of fatigue such as risk factor for an adverse event (p = 0.000). The exit data showed differences in the opinion of the two samples and on issues related to medical malpractice reporting and the role of professional organizations. CONCLUSIONS: The majority of respondents believe that they were prepared during their training to identify the causes that could lead to medical errors and that the lack of regular breaks during work increases the risk of making a medical error. They would rather share with the patient an incident caused by themselves, but not one, caused by their colleagues. Respondents are of the opinion that the mistakes are not a sign of incompetence and the responsibility for the mistake lies with the dentist. Most respondents believe that an anonymous register of errors would be useful for their practice.

Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study

IntroductionPeer-assisted learning programs have been focused on providing students with competencies to deliver lectures and facilitate workshops, whereas involvement of students as co-developers of educational programmes has been relatively under-described in the literature. Likewise, the use of students as facilitators in simulation-based training and debriefing is also scarce.In this paper, we describe how medical students were co-developers of a novel course on patient safety and how they were trained as student facilitators to conduct simulation-based training and debriefing, as well as workshops.MethodsMedical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course.ResultsA total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills.ConclusionThis study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.

The effects of a mobile application for patient participation to improve patient safety.

BackgroundPatient participation in patient safety activities in care processes is a fundamental element of safer care. Patients play an important role in preventing patient safety incidents and improving health outcomes. Therefore, healthcare providers need to develop and provide educational materials and actionable tools for patient participation.ObjectivesThis study aimed to develop a mobile application for health consumers' participation and evaluate the effect of the mobile application on improving health consumers' participation in patient safety.MethodsA quasi‐experimental design was adopted. We developed a mobile application on the basis of a needs assessment, literature review, compilation of patient safety topics, and validity testing of the application. The target population included Korean adults aged between 30 and 65 years who had visited a medical institution more than once within the most recent 6 months. The intervention group received patient participation training by using the mobile application, Application for Patient Participation in Safety Enhancement, for 2 months. The primary outcome variables were patient safety knowledge, self‐efficacy of participation, willingness to participate and experience of patient participation in patient safety activities. End‐user satisfaction was assessed using a questionnaire. To assess participants' experiences with the intervention, qualitative data were collected through a focus group interview and open‐ended responses to an end‐user satisfaction survey.ResultsThe intervention group (n = 60) had significantly higher overall average scores than the control group (n = 37) with regard to patient safety knowledge (p < .001), self‐efficacy of participation (p = .001), willingness to participate (p = .010) and experience of participation (p = .038) in the post‐survey. The total mean end‐user satisfaction score was 3.56 ± 0.60. The participants expressed the realization that patients could play an important role in improving patient safety.ConclusionsThis study demonstrated that educating health consumers through a mobile application with useful information improves patient participation in patient safety activities. Educational materials and patient participation tools could motivate health consumers' health‐related behaviours.Patient or Public ContributionPatients were involved during the programme development and evaluation.

Can using the functional resonance analysis method, as an intervention, improve patient safety in hospitals?: a stepped wedge design protocol

BackgroundHealthcare professionals are sometimes forced to adjust their work to varying conditions leading to discrepancies between hospital protocols and daily practice. We will examine the discrepancies between protocols, ‘Work As Imagined’ (WAI), and daily practice ‘Work As Done’ (WAD) to determine whether these adjustments are deliberate or accidental. The discrepancies between WAI and WAD can be visualised using the Functional Resonance Analysis Method (FRAM). FRAM will be applied to three patient safety themes: risk screening of the frail older patients; the administration of high-risk medication; and performing medication reconciliation at discharge.MethodsA stepped wedge design will be used to collect data over 16 months. The FRAM intervention consists of constructing WAI and WAD models by analysing hospital protocols and interviewing healthcare professionals, and a meeting with healthcare professionals in each ward to discuss the discrepancies between WAI and WAD. Safety indicators will be collected to monitor compliance rates. Additionally, the potential differences in resilience levels among nurses before and after the FRAM intervention will be measured using the Employee Resilience Scale (EmpRes) questionnaire. Lastly, we will monitor whether gaining insight into differences between WAI and WAD has led to behavioural and organisational change.DiscussionThis article will assess whether using FRAM to reveal possible discrepancies between hospital protocols (WAI) and daily practice (WAD) will improve compliance with safety indicators and employee resilience, and whether these insights will lead to behavioural and organisational change.Trial registrationNetherlands Trial Register NL8778; https://www.trialregister.nl/trial/8778. Registered 16 July 2020. Retrospectively registered.

Developing an integrated curriculum for patient safety in an undergraduate nursing program: a case study

BackgroundNursing students’ practical training should begin when students can apply core knowledge, skills, and attitudes related to patient safety. This necessitates an integrated curriculum in nursing education that links practice to the theory concerning patient safety to enhance patient safety competencies and quality in nursing care. This study aimed to develop an integrated curriculum that incorporates patient safety factors in the existing curriculum to increase patient safety competencies in nursing students.MethodA case study approach was adopted to explain the development processes of a new curriculum integrating patient safety in the existing outcome-based curriculum of a nursing college. Based on the existing outcome-based curriculum of a nursing college, a four-step process was performed to integrate patient safety component, including quality improvement, into the curriculum: 1) literature review, 2) analysis of course syllabus, 3) selection of courses related to patient safety topics, and 4) development of evaluation tool.ResultsThe integrated patient safety curriculum was based on six topics: patient safety principles, teamwork, communication, patient engagement, risk management and, quality improvement, and International Patient Safety Goals. Based on the characteristics of the course according to the level of students in each year, the curriculum was integrated to address patient safety topics in seven courses (four theoretical and three practical). A Patient safety Competency self-assessment checklist was developed for students to naturally acquire patient safety competencies in clinical settings.ConclusionsThis study demonstrated that patient safety topics should be addressed in both theoretical and practical settings across the entire nursing curriculum per the continuity and sequence of education principles.

Subjektive Informiertheit von Patient*innen zum Thema Patientensicherheit: Ergebnisse einer Bevölkerungsbefragung in Deutschland

IntroductionThe growing number of people with multimorbidity and polypharmacy in Germany has led to increasing complexity in health care and risks to patient safety. A high priority should therefore be placed on identifying and preventing avoidable adverse events. The patient perspective plays an important role in improving patient safety. In this study, we conducted a representative, population-based survey of knowledge, perceptions and experiences of patient safety, especially of subjectively experienced errors in health care. Our aim was, in particular, to assess patient safety from the patients’ point of view, and to analyze differences in assessments of risk and preventability between persons that felt well or poorly informed about patient safety topics. MethodsIn 2019, computer-assisted telephone interviews were conducted nationwide as part of the “TK-Monitor Patient Safety” project. Recruitment was carried out by using multistage selection and forming a stratified random sample. Adults (18 years and older) with sufficient knowledge of German were included. The survey was conducted using a structured guideline containing 21 questions concerning perceptions and experiences of patient safety, and 12 questions on sociodemographic factors. The results were analyzed both descriptively and using inferential statistical methods. ResultsOf a total of 1,000 respondents (51% female), approx. half (52%) were gainfully employed, and 57% rated their state of health as “very good” or “good”. The patients regarded data protection, medication errors, hospital infections and diagnostic (un)certainty as of major relevance to patient safety. Overall, 55% of the respondents rated their knowledge of patient safety as “very good” or “good”. The results showed that subjective knowledge was negatively associated with important outcome parameters such as having experience of medication errors or suspecting errors had been made in a medical examination or treatment. Patients that considered themselves well-informed also reckoned they could contribute towards increasing safety in health care. DiscussionThe respondents considered diagnostic uncertainty to be one of the greatest risks to their person. This shows that they recognized a need for further information and felt this need was inadequately satisfied in the German research landscape. With regard to the correlation between subjective knowledge and outcome parameters, it is also necessary to analyze whether the respondents’ subjective knowledge reflects their actual knowledge, as this would be necessary for preventive measures to be effective. This question will be the subject of further studies. ConclusionThe patient perspective is an important addition to the study of the safety of medical care in Germany. Factors influencing subjective knowledge should be investigated. Furthermore, regular surveys would be desirable in order to gain greater insight into the topic.

I.C.A.R.U.S. in Flight: A Radiology Simulator Teaches Imaging Appropriateness, Anatomy, and Image Interpretation Skills

The Interactive Clinical Anatomy and Radiology Utilization Simulator (ICARUS) was created in 2012 as a novel simulation program with 25 peer reviewed electronic modules combining simulated patient encounters, American College of Radiology appropriateness criteria, radiologic anatomy, and basic imaging interpretation and patient safety topics. ICARUS integrates a gaming approach to improve student engagement. ICARUS modules have been used in the undergraduate medical curriculum at the lead author's institution since its pilot in 2012. Since completion of the full complement of 25 modules, modules have been used in the radiology clerkship (2012- 2015), in the integrated longitudinal curriculum (2015-present), and in various radiology electives (2015-present), including the inaugural virtual radiology electives at all authors' institutions (July 2020-present). Student evaluations were formally solicited in 2014 and again in 2020. During the introductory radiology clerkship in 2014, 107 students were enrolled. Students were assigned 4 ICARUS modules. During the 2-week virtual elective from July-October 2020, 26 students were enrolled. Students were assigned all 25 modules. The majority of survey respondents "agreed" or "strongly agreed" that the modules were interactive, enjoyable, and self-directed, fostered critical thinking, provided practical value, met goals and objectives of the course, and seemed practical to their future practice. ICARUS integrates key educational concepts in radiology with high fidelity simulation of clinical decision support software and PACS simulation image display to create a highly engaging learning environment that most accurately reflects future clinical experiences.

A Questionnaire Survey on Teaching of Patient Safety Topics to Medical Students in Japanese National Universities

A Questionnaire Survey on Teaching of Patient Safety Topics to Medical Students in Japanese National Universities

Patient safety education in pre-registration nursing programmes in South Korea.

This study investigated how patient safety is currently taught in pre-registration nursing programmes across South Korea and explored nurse educators' perspectives on curriculum change. Pre-graduate education plays a critical role in preparing nurses with the requisite patient safety competencies. However, little is known about how patient safety education is addressed in South Korean nursing schools or the perspectives of nurse educators regarding patient safety education and a need for change. This descriptive study used data collected during a 2019 accreditation workshop provided by the Korean Accreditation Board of Nursing Education. A paper-and-pencil survey was completed by 80 nurse educators working in 16 regions throughout Korea. A little consistency was found in approaches to teaching patient safety. Patient safety topics are addressed throughout various nursing courses, and patient safety education is limited in hours of instruction and breadth of content. A majority of respondents indicated that additional supports are needed, including a national standardized curriculum for patient safety education. A new approach to teaching patient safety is needed in Korean pre-registration nursing education. Overall, patient safety education is limited and provided through a fragmented approach with little attention to systems, workplace design or human issues that are necessary for developing the critical reasoning and skills to support patient safety. The accrediting and regulatory bodies in South Korea should work together to develop and implement explicit standards of patient safety education and patient safety competencies for nursing students. Development of a standardized national curriculum is essential for providing a consistent, systematic and comprehensive approach to patient safety education in nursing programmes.

Joint Medical Master University of Lucerne and University of Zurich

Joint Medical Master University of Lucerne and University of Zurich Abstract. The medical education in Switzerland is changing. On the one hand, the new, competence-based catalogue of learning objectives PROFILES has to be implemented. On the other hand, new training locations and cooperations have been created within the context of the special program 'Increasing the number of degrees in human medicine'. One of these cooperations is the Joint Medical Master of the Universities of Lucerne and Zurich. Since 2017, students have had the opportunity to complete their Bachelor's degree at the University of Zurich in the 'Lucerne Track'. In the subsequent joint Master's program (start fall semester 2020), the approximately 40 students are primarily enrolled at the University of Lucerne, which together with its partner institutions in the health care region of Central Switzerland offers about two thirds of the courses. At the University of Lucerne, which has a strong emphasis on social and human sciences, the Department of Medicine is part of the Department of Health Sciences and Medicine and focuses on a holistic, interdisciplinary understanding of health, illness and human functioning. In the training of medical students, the Joint Medical Master primarily offers interactive, practice-oriented courses in small groups, based on the new catalogue of learning objectives, and uses innovative didactic concepts and digital learning programs. The Lucerne curriculum focuses on interprofessional education, especially with health science students, as well as basic medical care and the interface between in- and outpatient care, respectively. In the last year of the course, which is currently in its final development phase, the topics of emergency medicine and patient safety will be a particular focus. Due to the manageable cohort size, the Joint Medical Master in Lucerne offers a family environment and a close exchange between students and lecturers. The students are involved in the further development of the curriculum as well as in the evaluation of the courses, and the lecturers are prepared as well as possible for their teaching duties by continuing medical education events. In the medium term, the University of Lucerne would also like to focus more on the continuum of pre- and postgraduate training, and to network nationally and internationally in the medical education landscape.

Barriers and Strategies in Promoting and Improving Patient Safety Culture Among Indonesian Nurses: A Systematic Review

Introduction: Patient Safety Culture (PSC) is one of the indicators in the quality of care and services. The nurse has an important role to promoteand improve PSC in the hospital. As a developing country, Indonesia still struggles to improve quality health care by increasing PSC among healthprofessional including nurses. This systematic review aims to identify Indonesian nurses’ barriers and strategies to promote and improve PSC inhospitals.Method: This systematic review study used the PRISMA protocol to select appropriate resources. Nine journal databases of CINAHL, DOAJ,GARUDA, Google Scholar, MDPI, Medline, Proquest, PUBMED, and Science Direct were searched in this regard.Results: The barriers that nurses faced in PSC promotion and improvement in the Indonesian hospital settings were nursing capabilities, regulation,organizational culture, equality, equally and supports, and natural resources. While the strategies are incorporating patient safety topics into thenursing curriculum, leaders’ supervision, integrative team, and regular training and workshop.Conclusion: This review finding both the barriers and strategies in PSC promotion and improvement differ among Indonesian nurses. The majorbarrier was predominantly related to nurses’ capabilities and competences. Hence, the strategies were related to improving nurses’ capabilitiesand competences in patient safety both through improvement nursing curriculum, and continuing nursing education programs.

Implementing a Radiology Residency Quality Curriculum to Develop Physician Leaders and Increase Value for Patients.

Diagnostic and interventional radiology residency programs must educate trainees on quality and patient safety topics to meet board requirements and prepare residents to become effective physician leaders. A quality curriculum should encompass process improvement methodology as well as instruction about crucial patient safety subjects. The authors have developed a standardized and structured approach to fulfill this need using didactic and experiential learning. The educational format includes short lectures, peer-to-peer instruction, and self-study, with the value of presented information reinforced by physician leaders and process improvement specialists. Equally important is a structured experience in departmental quality improvement wherein trainees learn the collaborative nature of effective durable process change in areas of interest to them. This curriculum is implemented during the 3rd year of radiology residency to leverage residents' knowledge and experience with radiology workflows and proximity to the American Board of Radiology Core Exam. Feedback from educators and trainees as well as objective examination data support this approach. This article shares guidance and lessons learned from the authors' radiology residency educational efforts and offers a framework for successful implementation of a comprehensive quality curriculum at any residency training program. This curriculum serves the dual purpose of developing skilled future physician leaders and promoting value for patients. ©RSNA, 2020.